| Unit name | Multi-Agency Working |
|---|---|
| Unit code | ACHSD0009 |
| Credit points | 20 |
| Level of study | D/8 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Dan O'Hare |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
This unit is concerned with developing awareness of the roles and responsibilities of other professionals who work with children within education, health, social services and medicine. It will examine, in the context of the government policy, developing partnerships and effective collaboration with the interacting systems of families, schools and other agencies in order to maximise effective outcomes for clients. It includes aspects of networking, communication, advocacy and decision-making, taking account of the organisational frameworks in which professional agencies operate. Principles of consultation, advisory work and problem-solving are considered, but in relation to the complex field settings in which professional roles often overlap. Issues within organizational development will be examined. For applied psychologists, effective practice hinges on early intervention, evidence informed decision-making, effective negotiation with key agencies, and an awareness of the dynamics and micro-politics of judgement making. The body of evidence on issues relevant to decision-making in social contexts drawn from research in child psychology and psychiatry will underpin the unit.
Aims:
To develop the skills of communication, negotiation and consultation within multi-disciplinary teams. To develop knowledge, awareness, skills and values that enable effective work with diverse client populations through a clear understanding of the demographic characteristics of communities including the influence of culture, gender, ethnicity and factors influencing social exclusion. To enable trainees to take the role of advocate for children and families in contexts where the psychological interests of individuals are at risk of being compromised. To familiarise students with the literature drawn from social sciences which underpins decision-making on critical issues for children and families. To be aware of the roles, responsibilities and respective expertise of other professional groups including the limits of professional competence.
By the end of this unit students will have developed knowledge and understanding encompassing the historic and current legislative context of the profession; ethical practice; knowledge and understanding of structures and systems within educative settings in addition to local authorities, health, CAMHS, and voluntary bodies. They will be equipped to work under supervision in public sector agencies (such as LAs) effectively engaging children and families, where psychological advice is required in order to support decision-making and intervention. Students will have acquired appropriate techniques for working across a variety of different contexts through the development of creative approaches that draw on a wide range of theoretical models, frameworks and psychological paradigms. They will be able to promote the psychological well-being of clients with particular regard to their emotional and social needs. They will be able to present psychological advice in applied contexts in conjunction with and alongside other professional agencies.
Blended learning will include guided reading, use of Blackboard Collaborate for input and break out group discussion, on-campus input and group work, to make link links between research and professional practice Placements will be organised so that trainees are directly involved in the work of EP services and LA organizations, including attending meetings, liaising with LA officers and other professional colleagues (teachers, doctors, clinical psychologists, speech therapists, social workers). Course inputs will include range of professionals, updates on legislation, required reading on professional issues.
Satisfactory reports from fieldwork supervisors, and a range of professional activities reflected within the submission of the Professional Practice Protfolio. At least two reflections should focus on integrating experience with a critical examination of multi agency working. The range of professional activities will need to demonstrate theoretical understanding and knowledge of different models of psychology, and how they apply to a given situation or context.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ACHSD0009).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
